Grade 4 Hpe

The third scenario refers to a Middle Primary School context of a co-educational HPE class at a Grade 4 level. This class includes a number of students who lack basic gross motor skills, as well as Rob, a student who already participates in club football and believes that his peers are not up to his standard, further contributing to the overall low level of class participation. In accordance with the Victorian Department of Education (1996), the two main skills, being kicking and running, that are commonly associated with football are meant to be introduced in the Preparatory grade level, then mastered in Grades 2 and 3. However, the majority of this co-educational Grade 4 HPE class lack the basic gross motor skills to efficiently partake in the game play during football. Moreover, the students that “…do not master these skills are less able and often …show more content…
Furthermore, indisputable empirical evidence exists surrounding the ineffectiveness of utilising games to develop students’ gross motor skills (Victorian Department of Education, 1996). Female students have a tendency to be negatively peer pressured by their male counterparts, so due to the co-educational nature of this Grade 4 HPE class, whenever conceivable, the separation of male and female students would enable all students to partake without the pressures of competing with the opposite gender. Another possible modification would be to substitute the context of football for soccer instead, as the students with limited gross motor skills would gain limited benefit from attempting to use an almond-shaped ball when compared with a soccer ball, which has a simpler circular-shaped form. As for Rob, the student who plays football outside of the educational environment, he would be engaging with a slightly different sport to the one that he already